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Understanding of HRD in SMEs has frequently been based on impoverished research resulting from underdeveloped theory. This article argues for the potential offered to researching, understanding and practising HRD in small organisations, of taking a discourse perspective on organisation, learning and development. Through a comparative interpretation, from a traditional and a discourse perspective on HRD, of research material collected ethnographically in three small companies, the article aims to contribute to an approach which can deepen understanding of HRD in SMEs by combining three strands that have not generally been integrated: ideas from recent debates on what HRD comprises, perspectives on learning, and a discourse perspective on organisation. The implications for research indicate a need for methods that enable the study of HRD in action – the micro‐processes of development.

The intentions of this article are to contribute reflections of an empirical account of working with critical reflection within an organisational development programme, addressing the following questions: What space is there for critical reflection in organisational development? What issues are raised for in‐company developers and providers by advocating critical reflection in organisation practice?

A case study approach is taken, presenting an empirical account of a management and organisational development programme that integrated action learning and critical reflection.

The account illustrates difficulties of employing critical reflection within the workplace arising from the more complex power relations between the multiple stakeholders in a commercial context. In particular, dissonance provoked by critical reflection confronts the client with a tension over whether to see organisation members primarily as customers to please or as participants in a change process which inevitably will disrupt.

In making sense of the perspectives of different stakeholders a model is presented to help practitioners in development of this kind to anticipate potential issues.

The paper presents a rare account of employing critical reflection in a work organisation development programme.

This paper aims to advance theoretical understanding of the concept of “critical human resource development”.

This is a conceptual paper.

Foregrounding questions of power, emotions and political dynamics within the analysis of organisational learning and development activity, critical approaches in HRD pay particular attention to the importance of context, interests and patterns of inter‐relationships amongst organisation stakeholders. It is notable that much of the work in this area operates on a theoretical plane, and is often light on practical guidance or recognition of the distinctive contexts of HRD practice, compared to other areas of critical learning.

Empirical investigations that have systematically applied critical approaches to HRD are in short supply, and their potential to enrich HRD practice has rarely been explored. This paper contributes to addressing these gaps.

Firstly, it elucidates the concept of critical HRD through illuminating the diversity of theoretical perspectives; secondly, it demonstrate some of the intricacies and discrepancies within current theorising on critical HRD; thirdly, it raises questions for the practical significance of tools and insights informed by critical HRD.

The purpose of this paper is to provide small business and entrepreneurship researchers with insights to help them undertake life story interviewing, in order that this can subsequently advance understanding within the field.

The authors describe, and reflect upon, the use of a life story interview approach that formed part of the data collection process for a research study into dynamic capabilities in micro-organisations.

The life story interview approach the authors utilised can generate benefits for both the purposes of the research study and the interviewee. Nevertheless, “unexpected lack of time” and “owner-managerial control”, two common contextual factors within micro-organisations, are factors that may raise challenges for successfully undertaking life story interviewing in such organisations. Ultimately the interviewer needs to respond to such challenges by making “stick or twist” decisions with regard to the interview format being used.

The authors provide an example of an interview approach that researchers can use for future research within the field of small business and entrepreneurship. The authors also prepare interviewers for challenges they may experience within the field and the potential need for them to make “stick or twist” decisions.

The authors explicate a specific life story interview approach which is new to the field of small business and entrepreneurship. Furthermore, the authors highlight potential complexities in undertaking this interview approach within micro-organisations. Prior work within the field has tended to give little consideration to challenges of undertaking life story interviews.

The purpose of this paper is to ask how we can think about critical reflection as a pedagogical practice given the “confessional turn”. By the “confessional turn” the author refers to the idea that “subjective, autobiographical and confessional modes of expression” have expanded exponentially across a wide range of social spheres, including education, the legal system, the media and the workplace. Examining these developments, this paper asks what these debates on critical reflection and confession mean for pedagogical practice.

The main approach is a review of key debates in the literature on critical reflection and also in the wider social sciences.

The discussion compares different debates. Thus it shows that for critics, the turn to the “first person” technologies is narcissistic, psychologistic and de‐politicising. On this view, critical reflective practice might be understood as an individualistic and individualising pedagogy in spite of its claims to be critical. The paper discusses how in contrast, others see this move to talk about the subjective and the self as an extension of the feminist project of the personal is political – i.e. that personal stories, feelings and issues have social and political roots and consequences. For them, reflection can be critical, leading to political consciousness‐raising, i.e. a new awareness about social, political and personal processes. It finishes by examining the view that the idea of reflexivity might help us out of the conflict between these debates.

The paper poses a number of questions in relation to critical reflection that can be taken up by practitioners in the field.

The paper brings new literature to bear on the practice of critical reflection and raises important questions relevant to academics and practitioners.

This paper seeks to explore changes taking place in a curriculum design for postgraduate teaching in personnel and development, aimed at enhancing lifelong learning. A scheme is described which aims to improve the alignment for professional development of students, in ways that facilitate critically reflective practice.

The authors draw on their personal experiences as a programme leader (Master's in HRM) and an educational consultant to describe their strategy for critically reflective continuous professional development (CPD). In doing so, their practice is related to some of the theories underlying critical reflection, and the key challenges in seeking to engage student practitioners in professional development of this kind are drawn out.

It is argued that achieving an alignment between the development and assessment of student capabilities is vital to the development of critical reflection, and it is explained how the strategy presented for CPD supports self‐management of this process.

Although the paper is grounded in the authors' particular experiences and structure for student support, it is hoped that reflections on these can be of general value to those interested in developing critically reflective practice amongst students which is both effective and practical in the increasingly demanding world of higher education.

The self‐managed process explored in the paper is framed by a social approach to learning that places peer interaction at the forefront of the learning processes involved.

The purpose of this paper is to provide insight into the central role of critical reflection for practitioners.

This joint paper is informed by a practitioner and an academic perspective and is an output from ongoing research. An MA in Strategic HR provides the initial focus. This partnership programme is informed by action learning ethos and method and the emancipatory potential of critical reflection. The paper illustrates how students talk about becoming critically reflective, and in doing so it explores the opportunities and challenges involved.

It is argued that in order for critical reflection to realise its potential of emancipatory change, pedagogy needs to be underpinned by critical process and critical content. However, it is unfortunate that a majority of critical literature appears to be addressed to an academic audience. The paper also highlights the need to support learning conversations beyond the original set.

The paper highlights the need for development initiatives to support the questioning of taken‐for‐granted assumptions. This draws attention to the necessity of supporting an emerging community of critically reflective practitioners by ensuring an open dialogue about values and practice.